Teacher Training Model Research Articles

Pedagogical content knowledge in physical education preservice teachers in view of researching on lesson studies

PurposeResearching on lesson studies in initial training of physical education (PE) teachers in Portugal, our group is especially interested in the potential of this methodology for developing the pedagogical content knowledge (PCK) of future PE teachers. The purpose of the present text is to synthesize the knowledge relating to this subject.Design/methodology/approachExploratory searches in four multiple search databases were carried out, resulting in 51 records. Information about authors, year of publication, purposes, methodology and results was collected and analyzed.FindingsResults highlight the diversity of purposes. The interview is recurrent in the qualitative studies, while the questionnaire is used in all the large quantitative studies. Regarding the findings, it appears the centrality of PCK, its development potential and its measurability, the consistency of the concept and its evolutionary dynamics, as well as the constructive criticism of initial teacher training models and practices.Originality/valueTo emphasize the relationship between lesson studies and the development of PCK in initial teacher training of PE teachers.

Cultivating STEAM teachers: A regional resource‐based model for normal university students in Chongqing

AbstractThe cultivation of innovative talents with interdisciplinary skills is a central goal of STEAM education, and the success of STEAM education hinges on the availability of qualified STEAM teachers. This study explores how to integrate STEAM awareness, understanding, and curriculum development into the teacher education and major course learning system of normal university students in Chongqing, China. Drawing upon the region's rich resources, the study proposes a three‐level STEAM teacher training model. At the macro level, the model advocates for a collaborative educational ecosystem involving government, schools, businesses, and society. At the meso level, it presents a 4‐year curriculum model that progressively cultivates preservice teachers' interdisciplinary thinking, integration skills, and pedagogical competence. At the micro level, the model explores effective pedagogical methods and strategies for implementing STEAM projects in real‐world teaching scenarios. This regional resource‐based model offers a “Chongqing plan” for training STEAM teachers and ensuring a sustainable supply of innovative talents to support the region's economic and social development.

Study of the usage of STEM technologies in the context of training Ukrainian teachers of computer science in accordance with the social needs and challenges of today

Abstract The article discusses the use of STEM technologies in the training of competitive specialists to meet social needs and challenges in the context of the war in Ukraine. The authors analyse the theoretical foundations and the impact of the STEM approach on modern education, focusing on the introduction of STEM technologies in the process of teaching future computer science teachers. The significance of STEM education as an important trend due to its natural science component and innovative technologies is discussed. The key components of the model of teacher training in STEM are identified, such as target, content, activity, evaluation and result. In order to verify the proposed model, an experimental study was conducted to determine the indicators of students’ attitude towards STEM technologies. The necessity of ensuring a high level of teacher qualification for the effective formation of STEM knowledge and skills, as well as solving practical problems of various levels of complexity, is substantiated. The article determines how modern STEM technologies can meet social needs and challenges, especially in times of war. The authors aimed to identify strategies and approaches for the effective use of STEM technologies in education, which will ensure the competitiveness of Ukrainian specialists.

Teacher Development Dilemma and Solution Ideas in Contemporary Chinese Rural Small-Scale Schools

Small rural schools are an important part of compulsory education and an inevitable form of rural education development. As urbanization accelerates, the movement of rural students to urban schools has led to a drastic reduction in the number and size of rural schools and a serious loss of quality teachers. Currently, rural teachers in China are facing problems such as disconnected interpersonal networks, weakened discourse power, and limited professional development. In order to promote the development of rural education, it is necessary to prioritize the professional development of teachers in small-scale rural schools, innovate the rural teacher training model, focus on the training of native and generalist teachers, and establish inter-school teaching and research teams to achieve the sharing of educational resources. Simultaneously, it is crucial to pay attention to the spiritual needs of rural teachers, enhance the professional identity of young teachers in small-scale rural schools, raise their comprehensive treatment level and reduce the burden of non-teaching tasks, so as to promote the professional development of teachers in small-scale rural schools.

A Model for Preparing a Vocational Teacher for the Implementation of a Work Education Program based on Students’ Project Activities

Introduction. One of the important updates to the Professional Standard of a college teacher in 2024 was the inclusion of labor actions “formation of personal results of students based on a project”. The data of the study conducted by the author indicate that the majority of college teachers find it difficult to implement these labor actions. The purpose of the study is a theoretical description of the model of college teacher training for the formation of personal results of students based on project activities. Methodology. Substantive and formalized approaches are the basis of the methodological premise of the model; essential and phenomenological approaches are used to highlight the requirements and procedures for the implementation of the described model. The studentsʼ project activities are based on the technology of modern project-based learning (G. K. Selevko), classes are considered through the structure of a modern lesson (M. I. Makhmutov), the taxonomy of pedagogical goals (B. S. Bloom), authorʼs methods tested with college teachers. Research methods: theoretical analysis and synthesis, modeling, study and generalization of pedagogical experience. Results. A model of college teacher training for the formation of personal results of students based on project activities is described. The model is based on updating the technology of modern project-based learning in accordance with the requirements for the results of mastering the educational program by college students. The expediency of including a wide range of educational results is substantiated. Conclusions. The technology of modern project-based learning is justified as a promising technology for preparing a college teacher for the formation of personal results of students based on project activities.

Towards a New Model of Teacher Training in Europe

Towards a New Model of Teacher Training in Europe

Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District

The study assessed the implementation of the English language Competence Based Curriculum (CBC) in Tanzanian secondary schools, with a focus on Mtama District. The study employed the Communicative Competence Model (CCM) to guide the study. Data were collected in Mtama District in April 2023, where the study used a mixed methods design involving random and purposeful sampling. The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires. The findings revealed that English teachers in Mtama District implement CBC at a medium level; the study sheds light on the practical aspects of CBC performance, providing an understanding of approaches, strategies, and methods. The study concludes that the successful implementation of the CBC is a collective responsibility, and it is crucial for English teachers to be proactive in their training and development. The study also recommends the effectiveness of different models of English teacher training and professional development programs, specifically to CBC methodologies and innovative teaching strategies and pedagogical approaches that enhance the integration of CBC principles in English language teaching.

Some Problems on Teaching Profession Developing in Singapore, Malaysia and Lessons for Vietnam

The quality of education and the quality of a country's human resources depend greatly on its teachers. Therefore, training and fostering teachers plays an important role in the development of the country. The article addresses some issues of two countries, Singapore and Malaysia, in teacher professional development. These are the issues: Enrollment and training; recruitment and training; Reward, encourage and honor teachers. This article analyzes the strengths of these two countries in teacher training and development. In the context of fundamental and comprehensive reform of education in Vietnam, the reform of teacher training programs in the direction of professional development is being researched by teacher training institutions to find appropriate directions. The 21st century teacher training model of Malaysia and Singapore is a valuable lesson for us to learn and apply in building and developing teacher careers in Vietnam.

Структурно-функциональная модель подготовки будущих педагогов к воспитанию основ социально-экологической ответственности у детей дошкольного возраста

The article examines the problem of preparing future teachers to instill the fundamentals of social and environmental responsibility in preschool children. The research aims to theoretically justify and develop a structural-functional model of teacher training for instilling the fundamentals of social and environmental responsibility in preschool children. The article defines the concept of “education of social and environmental responsibility in preschool children”, describes the structural and functional model of preparing future teachers for instilling the fundamentals of social and environmental responsibility in preschool children, and its component composition. The model integrates fundamental theoretical aspects with practical orientation and systematicity as key components of professional education for specialists in the designated field. It is assumed that students acquire not only theoretical knowledge in pedagogy and methods of teaching and nurturing preschoolers but also have opportunities to apply them both in solving cases and during pedagogical practice. Conclusions are drawn from the study's findings on this issue.

Creating a Model of Music Teacher Training by Integrating Distance and Full-Time Modes of Learning: Current Approaches in Education

The study is devoted to the problem of the formation of mastery of music teachers based on the integration of distance and face-to-face learning as an aspect of neuropedagogy. This problem has not been studied in the scientific and methodological literature, although digital means of communication have long penetrated the sphere of musical and pedagogical education. The task of designing a model of professional music teacher training, which has changed due to the introduction of distance learning for future music teachers, remains relevant. In the course of the research, theoretical system-analytical methods were used, methodical materials and experience of university teachers were studied in the field of developing a model of teaching music students in conditions of integration of remote and full-time forms of work. In the context of the research, scientific research on neuropedagogy was analyzed, conceptual and categorical components of the research work were determined. The main focus of the study is related to the principles of building a model of professional training of a music teacher based on the integration of distance and full-time forms of education. In order to realize the research goal, the method of synthesis and analysis, integration, research, descriptive and scientific methods were applied. The method of generalization was used to determine the results of the research work, which formed an idea about the neuropedagogical essence of the formation of professional competence of a musician.

Training of teachers who teach Mathematics with DICT in the Elementary School: a systematic review of the SBEM publications

This bibliographic survey identifies teachers training models that address the teachers training for assignments in mathematics in the Elementary School with DICT. We use, as a theoretical foundation, the training models of José Contreras, and the documentary research methodology of the chronicle type. We have investigated a total of ten articles which were published between 2013 and 2022, in the SBEM journals, and in articles from the ENEM annals. The analysis showed the implicit predominance of the reflective training model for teachers. Thus, we point out the need for research that theoretically explains the training models being used and that addresses the use of DICT from the perspective of the critical intellectual model of mathematics teachers training.

Evaluating Digital Competence in Graduate-Level Chinese International Education Programs: A Dual Perspective on Teacher Needs and Training Models

This paper employs a mixed research methodology, integrating a questionnaire survey and sample interviews, to assess the current state of digital competence and identify the factors influencing it among international Chinese pre-service teachers. Building upon the authoritative model framework, this study developed a questionnaire on the digital competence of international Chinese pre-service teachers and collected data from 100 master candidates of international Chinese language education from leading domestic universities in China. Upon analysis of the data, it was determined that the digital competence of international Chinese pre-service teachers is currently satisfactory overall, although there is a notable discrepancy in development. In particular, competences related to digital teaching, research, and pedagogical innovation are less developed. The training experience of international Chinese pre-service teachers has a significant correlation with their digital competence. However, the experience of international Chinese teaching does not have a significant effect on their digital competence, nor does it have a significant effect on their digital teaching competence or digital pedagogical innovation competence. This study identifies the reasons for this and proposes to refine the training system for digital competence, develop and optimize shared digital resource repositories, and enhance the capacity for innovation in pedagogical practice.

An In-Service Teacher Training Model as a Basis for an Effective Integration of ICT in Education in Morocco

This article presents a descriptive study of the in-service Teacher training program that aims at integrating ICT in the Moroccan education system, which is one of the missions of the GENIE program - Generalization of Information and Communication Technologies in Education, led by the Moroccan Ministry of National Education, Preschool and Sports. The main objective of this work is to assess the in-service teachers training and highlight its contribution in the process of integrating ICT in the Moroccan education system, as well as the limitations and challenges of its implementation in the absence of any reliable and outstanding benchmarks. The study is conducted within a mixed approach for the data collection based on a survey, a focus group and a documents analysis.

Preliminary Evidence for a Teacher Training Model on Social/Emotional/Behavioral Universal Screening in Schools

ABSTRACT This preliminary study was designed to evaluate the outcomes of iterative teacher trainings for social/emotional/behavioral (SEB) screening in schools. Three separate and successive trainings were completed with adjustments made based on the previous training. We examined the level of accuracy in SEB screener knowledge and data-based decision-making (DBDM) teachers had after training. Additionally, we examined assessment items for patterns in performance on SEB screener knowledge and DBDM after training. Training 1 included 18 preservice teachers, who had greater than chance-level performance on screener knowledge and DBDM at posttest. Training 2 included 16 preservice teachers and Training 3 included 36 in-service teachers. Changes in pre- to posttest performance from these trainings indicated that there was an increase in screener knowledge and DBDM with large effect sizes. An examination of SEB knowledge and DBDM items indicated regular areas of strengths and deficits for the teacher after receiving the training. Implications for adjusting the training procedures and delivery, and examining teacher needs related to SEB screening knowledge and DBDM are discussed.

Science-literacy-based teaching materials Training Management Model: Improving the Professional Competence of Middle School Teachers

This research aims to (1) determine the effectiveness of the Scientific Literacy-Based Teaching Materials Training Management Model based on material experts, learning design experts, and teacher responses. (2) determine the effectiveness of the scientific literacy-based teaching materials training management model. This research was conducted at SMP N 11 Medan in June–October 2023, using descriptive data analysis techniques. The development of the training model was carried out using the Thiagarajan Four-D (4-D) development model, which consists of four stages, namely definition, design, development, and dissemination. The resulting product is a training model that will be used by teachers at SMP N 11 Medan. The feasibility of the model was assessed by validation experts. The results of the material expert assessment show that it is in the very good category, with an average percentage of 90.05% (very good), design experts at 90.50% (very good), and teacher respondents at 91.6% (very good). Test the effectiveness of the model with the results of the known value tcount = 3.263 while ttable = 2.042, which means that there is an influence of using a model based on scientific literacy in the ecosystem in increasing students' grades in class, so it can be concluded that the research product for the development of scientific literacy-based teaching material training management is a training model that is suitable for use as a training model for teachers.

A Model to Train English Language Teachers at Mexican Universities

This work evaluates the preparation of English language teachers at Mexican universities. In order to develop a model for training future English language teachers, curricular, operational, and contextual factors are analysed. Extensive professional teaching of English in Mexican universities is necessary given the extensive social, economic and cultural exchanges within North America that require workers to speak English with a certain level of proficiency. The preparation of English language teachers in Mexico has not been adequately researched and there is little objective data on its status. Therefore, there is a need for systematic empirical information to fully understand the status quo of English teacher training in Mexican universities. A case study of a typical university English teacher training programme provides curricular considerations and information from faculty, students and administrators. As a result, this work proposes a model for English teacher training at the university level and discusses its implications for curriculum development.

Philosophy of Al-Farabi In Developing A Digital Music Notation Training Model for High School Art and Culture Teachers Based on CSCL

This article explores the philosophical aspects of Al-Farabi in the development of a music art training model, aimed at assisting high school Art and Culture teachers in understanding and teaching digital music notation. Al-Farabi, a great philosopher from the Classical Islamic period, offers valuable insights into education and learning, which are applicable in the context of music art teaching. The article elucidates how Al-Farabi's views, particularly on ethics, morality, and happiness, can be integrated into a training model based on Computer Support Collaborative Learning (CSCL) to enrich the art teachers' learning experience. Furthermore, it provides an overview of how digital music notation can be implemented in high school cultural arts education and why this approach is relevant in the rapidly evolving context of music education. This article is expected to serve as a guide for developing a holistic and philosophical training model in music art education, focusing on understanding digital music notation and applying Al-Farabi's philosophical principles in the learning process. Additionally, this research highlights the importance of integrating technology in art education, demonstrating how digital approaches can broaden the horizons of music art learning. Moreover, the article seeks to prove how teaching methods inspired by Al-Farabi's thoughts can enhance students' creativity and conceptual understanding in music art.

Exploration of the Integrated Training Model for Information Technology Teachers

With the acceleration of the social information process, information awareness and information skills have become the basic qualities of every citizen. The establishment of the training mechanism for scientific and technological innovation talents from the beginning of higher education is insufficient to meet the needs of the development of the times. It is imperative to improve the training of information technology innovation talents and explore a new training model. This paper describes the general situation of the development of education in the field of information technology from a domestic and international perspective. It then analyzes the existing problems, explores new exploration models and implementation suggestions, and puts forward prospects at the end of the paper.

ОБУЧЕНИЕ ПЕДАГОГИЧЕСКИХ РАБОТНИКОВ ОБЕСПЕЧЕНИЮ ИНФОРМАЦИОННОЙ БЕЗОПАСНОСТИ ШКОЛЬНИКОВ СРЕДСТВАМИ ИГРОПРАКТИКИ: ОБЗОР РЕСУРСОВ И СПОСОБЫ РЕАЛИЗАЦИИ

In the era of digital transformation of Russian education and society it is important to improve the professional qualifications of teaching staff in the field of ensuring information security for schoolchildren in the context of preventing the impact of information and cyber threats. The article describes a targeted review of scientific and methodological developments, Internet resources and real experience in using gaming resources on this issue in terms of solving problems of information security and preventing addictive behavior of children in the information space from a practical point of view, indicating the advantages and disadvantages of resources. In this context, it is important to introduce into practice the interactive didactic game “This is not a game” developed at the Academy of the Ministry of Education of Russia – an effective means of increasing the professional competence of teachers in the field of information security using the simulation method. The practical significance of the issues described in the article lies in a detailed description of teacher training models using the “This is not a game” didactic kit.

Pibid e Pnaic: arranjos institucionais de implementação com parceria entre universidades e escolas

Abstract This article presents a comparative study of two Brazilian public educational policies aimed at valuing the teaching profession and encouraging teacher training: the Institutional Teaching Initiation Scholarship Program ( Pibid , in Portuguese), aimed at the initial training of undergraduates, and the National Pact for Literacy at the Right Age ( Pnaic , in Portuguese), focusing on the continuing training of literacy teachers. Using the approach of institutional implementation arrangements and the concepts of the third space and the teacher training triangle as a theoretical and methodological reference, we investigated how their institutional implementation arrangements were configured, focusing on governance, state political capacities and their main instruments, and the teacher training models involved in these arrangements. This is a comparative study with a qualitative approach, based on case studies of these programs at two federal universities. The main results point to similarities between Pibid and Pnaic in their governance structures and the role of universities in their implementation. Between 2017 and 2018, these programs experienced important changes in terms of formulation associated with the political context within Education Ministry ( MEC , in Portuguese) and Coordination for the Improvement of Higher Education Staff (Capes, in Portuguese). In their arrangements, the changes coincided in time frames and in the effects of political capacities. However, in the contexts investigated, we observed innovations for the continuity of the programs associated with previous experiences of the implementers at these universities, which pointed to more fruitful results when there were closer links between universities and schools.